Unsettling Bodies of Knowledge: Walking as a Pedagogy of Affect

Timon Beyes, Chris Steyaert*

*Corresponding author for this work

    Research output: Contribution to journalJournal articleResearchpeer-review


    In this article, we connect with recent attempts to rethink management learning as an embodied and affective process and we propose walking as a significant learning practice of a pedagogy of affect. Walking enables a postdualist view on learning and education. Based on course work focused on urban ethnography, we discuss walking as affect-pedagogical practice through the intertwined activities of straying, drifting and witnessing, and we reflect upon the implications for a pedagogy of affect. In conclusion, we speculate about the potential of a pedagogy of affect for future understandings and practices of management learning.
    Original languageEnglish
    JournalManagement Learning
    Issue number2
    Pages (from-to)224-242
    Number of pages19
    Publication statusPublished - Apr 2021

    Bibliographical note

    Published online: December 22, 2020.


    • Affect
    • Creativity
    • Drifting
    • Ethnography
    • Management learning
    • Space
    • Straying
    • Walking
    • Witnessing

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